PHIL160: Philosophy of Human Nature| Dr. Brian Treanor| Fall 2009

• Section 03, T/Th 0800-0915, St. Robert’s Hall 353
• Section 10, T/Th 0925-1040, St. Robert’s Hall 353

The professor reserves the right to alter this syllabus in order to serve the goals of the course.

The online version of this syllabus is provided for your convenience. It is superseded by any changes announced in class, and may not be up to date.

Professor: Dr. Brian Treanor
Office: University Hall 3639
Office Hours: Monday and Wednesday 9:39-12:00, Thursday 3:20-4:20, or by mutually agreeable appointment.
Slow Hours (explained on my website under “teaching”): MWF 12-1; T/Th 11-12; all day Sunday.
Phone: 310-338-3711
Email: btreanor@lmu.edu
Web page: http://myweb.lmu.edu/btreanor

I. Introduction

(1) Course Description

Philosophy, unlike other disciplines in the university, does not concern itself with a specific subject matter as much as with issues related to what it means to be a thinking being. Philosophy is concerned with what it is to be human and, therefore, is something with which all persons should have some interest and ability. This course will introduce you to philosophy and philosophical inquiry through a consideration of a question that should be a central concern of yours at this stage in life: "What is the best life?" Given the theme of this class, the questions that we raise during the course of the semester should not be limited to the academic realm of our classroom. If we accomplish the goals of the course, you should leave this class with the ability to search out, recognize, and address philosophical issues in every human pursuit—and in your own everyday life. If you put in the effort, I assure you that this class will be exceptionally rewarding; however, prepare to be seriously challenged. Consider yourself forewarned.

(2) Course Goals.

Successful students will…

• Become critical readers. The successful student will develop the ability to read a philosophical text in a manner that penetrates beyond the surface meaning to grasp the subtleties and significance of a given reading. The goal is to read charitably (the thinkers we are reading are all intelligent persons and if you think, “that’s crazy,” chances are you have not understood the point) and critically (once you have understood the point by charitably reading a philosopher, it is time to ask yourself if the philosopher in question is in fact right).
• Become clear, analytical writers. If your writing cannot clearly express what you think, it may be the case that what you think is not that clear. Certainly this will be the impression you give those who read your work. Successful students will be able to make a case for a substantial philosophical claim about the best life in a manner that is clear, grammatically correct, logically valid and forcefully argued.
• Become thoughtful participants in discussion. Successful students will develop the skill of thoughtful oral participation based on careful reading and preparation of the texts. This skill is an essential step toward one of the ultimate goals of a liberal arts education: the ability to engage in informed and reasonable dialogue with others.
• Become familiar with several important philosophical problems, understand their significance as problems, grasp their contemporary applicability and address the validity of possible solutions in all three ways listed above. The thinkers we are reading in this class address important philosophical problems that have significant contemporary import. The successful student will become familiar with the questions these philosophers ask, and the answers they offer, concerning the nature of reality, what we can know about reality, what will bring us happiness, the relationship between the individual and society, and the nature of the best life.
• Come to value philosophical inquiry as an essential part of a liberal education and a fully human life. Successful students will come to see philosophy as a way of life rather than as merely an academic discipline. Moreover, they will come to see how philosophy, as a way of life, can help them in shaping their own lives no matter what career path they choose.

(3) Authors and Texts 

This semester we will be reading together the following texts. Specific readings will be assigned as the semester progresses. Completing each day's reading is a necessary part of preparing for class and bringing your copy of the text to class is necessary for participating fully in class.  

• The Death of Ivan Illych, Tolstoy
• Five Dialogues, Plato
• Walden and Other Writings, Thoreau
• There will be many more readings assigned, which will be made available on reserve at the library.

II. Grading/Means of Evaluation

Unfortunately, I am required to assess your performance in our class and assign a letter grade. Your grade will be determined by the following demonstrations of competence:

• Classroom Participation: 15%
• Reading Quizzes: 20%
• Paper (Stage One): 20%
• Paper (Stage Two): 25%
• Final Examination: 20%

Class Participation. To begin with the obvious: this is a morning class. Depending on your section, this class meets at 8:00am or 9:25am. If you sign up, you should be prepared to wake up early enough to be alert and engaged in class. If you think you will be half-asleep every morning at 8:00, or if you are going to arrive late, do us both a favor and find another section. This is not the class for you.

Participation includes: (1) regular, active participation in class discussions and (2) attentive, respectful listening to others in class discussions. The emphasis on participation is intended to get students accustomed to engaging each other in philosophical discussion rather than merely asking specific, exam-related questions of the instructor.

Class attendance is mandatory; it is a necessary, but not sufficient, condition for a good participation grade. I will not waste class time taking attendance; however, you will not be able to get a good grade in this class without attending the class sessions. Participation is graded in terms of both quantity and quality. Neither one or two insightful comments over the course of 15 weeks nor regular, thoughtless comments will earn an "A."  Thus, your goal here should be regular, thoughtful contribution to class discussion.

Reason will be one of the guiding principles of our class discussions. Many people hold opinions without ever questioning why they think what they think or asking themselves if their opinions and beliefs are justifiable. The goal of a liberal arts education is to liberate you, to free you from the tyranny of prejudice, parochialism and rigid thinking. One aspect (there are many) of such an education is developing the ability to use reason in your thinking, speaking and writing. Therefore, when you answer questions or offer opinions, you need to get used to giving reasons to back up your position. If you disagree with the philosopher we are reading, with your classmates, or with me be prepared to give a reason to back up your objection.

Civility will be another important aspect of class discussion. Your behavior in class should demonstrate respect for your peers and for the liberal education you presumably desire, having chosen to attend LMU. The activity that goes on in a philosophy class is a serious matter, certainly one of the most serious activities you will engage in during your formal education. Therefore, any behavior that detracts from the class environment will negatively affect your participation grade. Such activity includes, but is not limited to: arriving to class late, ad hominem attacks, inappropriate language or comments, allowing your cellular phone or beeper to ring during class, eating or drinking that is in any way distracting, getting up without excusing yourself, packing up to leave before the end of the class period, and reading or studying for other classes. I know this list sounds obvious to students with common sense and decent manners, but you would be surprised at how some people behave.

Reading Quizzes will be based on the assigned reading for the class. I sincerely wish this were not necessary, as it smacks a bit of high school. However, research (as well as my own experience) indicates that the overwhelming majority of university students put very little effort into their classes. On the one hand, I could simply treat everyone as fully responsible and allow each individual to sink or swim; however, an individual’s lack of preparation has a negative impact on the class as a whole. Therefore, I will help you to resist the temptation to slack off by holding you accountable to reading carefully on a daily basis (you can thank me later). These quizzes will take a variety of forms, depending on my sense of how well students have been prepared for class. Some quizzes might be made up of simple true or false questions, others might ask you to summarize the main argument of the day’s reading. All these quizzes will be relatively brief, so as not to take up valuable class time.

There will be 12 quizzes spaced randomly throughout the semester, and the best 10 will be averaged to make up this portion of your final grade. Therefore, you can miss up to two quizzes without any effect on your grade. Because of this generous policy, there will be absolutely no make up quizzes for any reason. I do not grade, or take, attendance. This policy allows you to miss two quizzes for any reason whatsoever (e.g., emergency appendectomy, death in the family, epic powder, etc.), which is why I feel comfortable insisting that there will be absolutely no make up quizzes. Quizzes will begin at 8:00 sharp and if you are late to class (remember they will take only a few minutes) you will miss the quiz and, say it with me, there will be absolutely no make up quizzes.

Examinations will be in-class, closed-book, no-note, "blue book" exams. The format and date of these examinations will be discussed in class prior to the exam.

The Paper assignment for the semester is to develop a clear statement of your philosophy of life. This paper will be submitted in two stages. Due dates, unless noted otherwise in class, are as follows: 

• Stage One: Thursday, October 1
• Stage Two: Tuesday, November 24

Students are encouraged to begin working on this paper early in the semester and strongly encouraged to seek guidance if they are having trouble developing an argument. I assure you that this paper is more difficult than it appears.

1. Stage One:

This first paper should present a reasoned argument for your philosophy of life. In this paper you will:

• Present your goal/philosophy of life.
• Acknowledge and clarify any assumptions that are the basis for your position.
• Offer three good reasons why your position is a sound one.
• Raise two possible objections against your own argument.
• Respond to these objections.

In general, this paper will be judged on clarity and precision of presentation, soundness of argument and upon your ability to respond to possible objections. Of course, all the normal criteria for writing in our class apply. This paper should be 3-5 pages in length.

2. Stage Two:

The second stage of this paper should improve the ‘stage one’ aspects of your first paper and, in addition, develop the practical aspects of your philosophy of life. Here, you will enhance your argument from the first paper by addressing specifically practical issues. You will draw out the implications of your position by answering these specific questions:

• What if everyone held your position? What kind of society would result?
• If you continue to follow this philosophy of life, what will your life be like ten years from now? What will you be like?
• What values are inherent in a position like the one you have taken?
• Finally, as the course is reaching its conclusion, you will conclude this paper with a critique and evaluation of your entire position. Has your argument been a strong one? Can you identify its weakpoint(s)?

This second paper will be 6-10 pages in length, but is essentially a rewrite and expansion of the first paper. Again, all the normal criteria for writing in our class apply.

III. Some Notable Policies or Requirements

Although there other important guidelines and policies on my webpage—which, as indicated above, you must read—the following are worth repeating here for either the frequency of the relevant offence or the degree to which the relevant offence irritates me.

1. If you actively text message or otherwise use a mobile device in class you will fail, fail, the entire participation grade for the semester. That is, the highest grade you will be able to earn in the class is a “B-” and any other deductions will begin from there. “Active” use is not the same as carelessly allowing your cell phone to ring (which will still impact participation in a less dramatic way). I am not joking; do not test me on this.
2. Activate and use your lion.lmu.edu email account. This is the only way I will contact you, and important information relevant to our class may be communicated to you via email. If you use another account, have your LMU email forwarded.

IV. Academic Integrity
The Loyola Marymount Undergraduate Bulletin clearly states that:

[T]he University expects all members of its community to act with honesty and integrity at all times, especially in their academic work (59).

It is the student’s responsibility to make sure that his/her work meet the standards of academic honesty set forth in the Honor Code (59, emphasis mine).

Breaches of academic integrity will not be tolerated in our class. Cheating, plagiarism, and other related offenses are an insult to your classmates and a disservice to yourself. In any written assignment, you must clearly cite all outside sources that you use. This includes both direct quotes and borrowed ideas taken from any other source (author, speaker, etc.). Clear citation requires both that you cite all outside ideas and statements and that your citation enables me to locate your source. Please refer to a recognized manual for the writing of term papers for help with acceptable methods of citation (e.g., The Chicago Manual of Style), and please ask me before you turn in an assignment if you have any questions.

To make things perfectly clear, any work that, in my estimation, attempts to represent work that is not your own as your own will result in a failing grade in the class and the immediate notification of the appropriate dean(s).

V. Resources
I am always available—by email, office hours or appointment—to help you with this class or with your experience here at LMU more generally. I hope you will feel free to come and speak with me if you have any problems. However, in addition, there are several specialized resources on campus to help you in a variety of ways and I encourage you to make use of them should you need assistance. The Office of First Year Programs (Malone Student Center, 338-5252), Learning Resource Center (Daum Hall, 2nd Floor, 338-2847), Disability Support Services (Daum Hall, Second Floor, 338-4535), Student Health Services (Burns Recreation Center, 338-2881) and the Student Psychological Services (Second Floor, North, Burns Recreation Center, 338-2868) are just a few of the many excellent on-campus resources.

VI. Tentative Schedule

Specific reading assignments may change. The online schedule may not be up to date and is superceded by any instructions given in class. I strongly suggest you obtain the email and phone number of at least three other people in the class so that, if you miss a day, you have someone to call to find out if there have been changes in the reading. I’ll help you if I can, but you can’t count on getting my response (e.g., if I am out of town, or away from the internet/email, etc.) and because it is your responsibility to keep up with what is going on in class, you should have others’ contact information to rely on. That’s why three different friends in class is a good idea—between myself and three other students, you will get a hold of someone who can keep you up to date.